Accompanying the return: An experience of group feedback in formative assessment
The years of the COVID 19 pandemic determined a before and an after for the educational field which led to the challenge of returning to face-to-face courses in 2022. That year, students who carried out distance learning for two years, in the isolation of their homes, without having previously atten...
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Facultad de Arquitectura, Planeamiento y Diseño | Universidad Nacional de Rosario
2024
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| Acceso en línea: | https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/495 |
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I15-R196-article-4952025-02-14T13:24:19Z Accompanying the return: An experience of group feedback in formative assessment Acompañar la vuelta: Una experiencia de retroalimentación grupal en la evaluación formativa Chemelli, Florencia evaluación formativa estrategias de aprendizaje proceso cognitivo formative assessment learning strategies cognitive process The years of the COVID 19 pandemic determined a before and an after for the educational field which led to the challenge of returning to face-to-face courses in 2022. That year, students who carried out distance learning for two years, in the isolation of their homes, without having previously attended the University, were received in the classrooms. In the Architecture career, the workshop space and the group dynamics embody the basis for teaching all the subjects. Therefore, in this context, the return to face-to-face attendance implied a significant opportunity and a challenge for teachers and students.Thinking about post-pandemic higher education requires great commitment from the teaching staff due to the need to adopt strategies devised to accompany students facing the new reality. In this sense, learning assessment as an instance of training is an opportunity for necessary monitoring and accompaniment.This paper deals with the experience of self-assessment drift developed in the workshop of the History of Architecture course at UNDAV. It is considered a tool for accompanying students who return to the classroom which encourages practices that help them to learn how to use the new reality. Los tiempos de pandemia a causa del COVID 19 marcaron un antes y después dentro del ámbito educativo, provocando que la vuelta a la presencialidad en las cursadas en 2022 significara un reto. En ese año se recibieron en las aulas estudiantes que cursaron a distancia durante dos años, en el aislamiento de sus hogares, sin haber acudido con anterioridad a la universidad. En la carrera de Arquitectura, el espacio de taller junto a las dinámicas grupales son la base en la enseñanza de todas las asignaturas de la carrera. Por ende, la vuelta a la presencialidad resultó una oportunidad y un desafío significativos para docentes y estudiantes. Pensar la educación superior postpandemia, requiere de un alto compromiso por parte de los docentes, con la necesidad de adoptar estrategias que acompañen a los estudiantes ante la nueva realidad. En este sentido, la evaluación de los aprendizajes como instancia de formación es una oportunidad de monitoreo y acompañamiento necesarios. Este trabajo aborda la experiencia deriva de autoevaluación realizada en el taller de la asignatura Historia de la Arquitectura en la UNDAV, como herramienta de acompañamiento para los estudiantes que regresan a la presencialidad, fomentando prácticas reflexivas y críticas en el proceso de formación universitaria. Facultad de Arquitectura, Planeamiento y Diseño | Universidad Nacional de Rosario 2024-12-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/495 10.35305/23626097v11i21.495 A&P Continuidad; Vol. 11 Núm. 21 (2024): DOCENCIA EN ARQUITECTURA Y DISEÑO: ¿QUÉ HAY DE NUEVO? 2362-6097 2362-6089 spa https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/495/599 https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/495/621 https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/495/622 Derechos de autor 2024 A&P Continuidad http://creativecommons.org/licenses/by-nc-sa/4.0 |
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Universidad Nacional de Rosario |
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I-15 |
| repository_str |
R-196 |
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A&P Continuidad |
| language |
Español |
| format |
Artículo revista |
| topic |
evaluación formativa estrategias de aprendizaje proceso cognitivo formative assessment learning strategies cognitive process |
| spellingShingle |
evaluación formativa estrategias de aprendizaje proceso cognitivo formative assessment learning strategies cognitive process Chemelli, Florencia Accompanying the return: An experience of group feedback in formative assessment |
| topic_facet |
evaluación formativa estrategias de aprendizaje proceso cognitivo formative assessment learning strategies cognitive process |
| author |
Chemelli, Florencia |
| author_facet |
Chemelli, Florencia |
| author_sort |
Chemelli, Florencia |
| title |
Accompanying the return: An experience of group feedback in formative assessment |
| title_short |
Accompanying the return: An experience of group feedback in formative assessment |
| title_full |
Accompanying the return: An experience of group feedback in formative assessment |
| title_fullStr |
Accompanying the return: An experience of group feedback in formative assessment |
| title_full_unstemmed |
Accompanying the return: An experience of group feedback in formative assessment |
| title_sort |
accompanying the return: an experience of group feedback in formative assessment |
| description |
The years of the COVID 19 pandemic determined a before and an after for the educational field which led to the challenge of returning to face-to-face courses in 2022. That year, students who carried out distance learning for two years, in the isolation of their homes, without having previously attended the University, were received in the classrooms.
In the Architecture career, the workshop space and the group dynamics embody the basis for teaching all the subjects. Therefore, in this context, the return to face-to-face attendance implied a significant opportunity and a challenge for teachers and students.Thinking about post-pandemic higher education requires great commitment from the teaching staff due to the need to adopt strategies devised to accompany students facing the new reality. In this sense, learning assessment as an instance of training is an opportunity for necessary monitoring and accompaniment.This paper deals with the experience of self-assessment drift developed in the workshop of the History of Architecture course at UNDAV. It is considered a tool for accompanying students who return to the classroom which encourages practices that help them to learn how to use the new reality.
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| publisher |
Facultad de Arquitectura, Planeamiento y Diseño | Universidad Nacional de Rosario |
| publishDate |
2024 |
| url |
https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/495 |
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2025-02-05T22:37:32Z |
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2025-02-20T05:03:14Z |
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